Week 6 Discussion: Theories And Practice Of Teaching Adults
Week 6 Discussiontheories And Practice Of Teaching Adults
Week 6 Discussion "Theories and Practice of Teaching Adults" Please respond to the following: · Choose your favorite strategy in the article “You Can Lead Students to the Classroom, and You Can Make Them Think: Ten Brain-Based Strategies for College Teaching and Learning Success” and provide three (3) ways you think the strategy could be used in an online class.
Paper For Above instruction
The teaching and learning processes for adult learners require a nuanced understanding of effective strategies that promote engagement, retention, and critical thinking. The article “You Can Lead Students to the Classroom, and You Can Make Them Think: Ten Brain-Based Strategies for College Teaching and Learning Success” offers valuable insights into evidence-based approaches rooted in neuroscience that can enhance adult education. Among these strategies, the one that resonates most is the “Active Retrieval” technique. This strategy emphasizes the importance of retrieving learned information periodically, making it a potent tool for reinforcing knowledge and fostering long-term retention.
Active retrieval, based on the testing effect in cognitive psychology, involves students recalling information without cues, which strengthens their memory pathways more effectively than passive review. In an online setting, where learners often face distractions and less direct interaction, this strategy becomes particularly vital. Implementing active retrieval in virtual classrooms can bridge the gap caused by physical separation and help create an engaging learning environment.
Firstly, one practical application of active retrieval in an online class is through frequent low-stakes quizzes. These quizzes can be integrated into the course platform, providing immediate feedback and encouraging students to recall and apply concepts regularly. For example, after completing a module, students could be given a short quiz that challenges them to remember key points, fostering a habit of active recall. This not only reinforces learning but also identifies areas needing further review.
Secondly, discussion forums and peer teaching can serve as platforms for active retrieval. Instructors could post discussion questions that require students to recall previously covered material and apply it to new scenarios. These forums promote collaborative retrieval and critical thinking, enabling students to articulate their understanding and learn from peers' perspectives. The social aspect of peer teaching stimulates deeper cognitive processing, making the retrieval process more effective.
Thirdly, incorporating reflective journaling or weekly summaries encourages students to synthesize and articulate what they have learned. This requires recalling information and organizing it coherently, which enhances comprehension and retention. Online journals or blogs can serve as ongoing repositories for students’ reflections, providing opportunities for repeated retrieval over time, thereby strengthening memory associations and understanding.
In conclusion, active retrieval is a robust strategy with significant potential to improve online adult education. When utilized through frequent quizzes, discussion forums, and reflective assignments, it helps overcome the challenges posed by remote learning environments. Its application supports not just memorization but also critical thinking and application skills necessary for adult learners to succeed academically and professionally. As online education continues expanding, integrating brain-based strategies like active retrieval will be essential for creating dynamic, effective learning experiences tailored to adult students.
References
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Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of Instructional Design. Wadsworth Publishing.